Exploring Negotiation and Sustainability behaviour of University Learners through a Serious Game: The case of Darfur is dying (original) (raw)
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Education Sciences
Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Coope...
International Journal of Education in Mathematics, Science and Technology
The implementation of peace education in the university environment has not yet found the right technical implementation, so the main goal in peace education has not been achieved, especially the application in the university environment. Therefore, this research aims to determine the general perception of board games as a media of peace education for students. This study uses a survey method collected from a representative sample of students from three different universities. The sampling technique in this study uses purposive sampling aimed at students who have courses in which peace education is integrated. The research locations this time are the Universitas Pendidikan Indonesia (UPI), Universitas Padjadjaran (UNPAD), and Institut Teknologi Bandung (ITB). This study indicates that students are very enthusiastic if this board game becomes a platform for delivering peace education in the student environment. This study concludes that students agree with the concept of delivering p...
Serious Games for Teaching Conflict Resolution: Modeling Conflict Dynamics
Conflict and Multimodal Communication, 2015
Serious games have already found use in several non-leisure contexts including simulation, training, health and education. In this study we present a serious game designed for the purpose of enhancing the ability of children between the ages of 9-12 to cope with conflict situations. Inspired by theoretical models of human conflict and experiential learning, we designed a game through which players experience and try to resolve conflict situations themselves in a virtual environment. In our multiplayer game, Village Voices, each child plays the role of a villager and is asked to complete a number of conflict quests that require social interaction and resource management; the game allows anything from very aggressive behaviours (stealing resources and spreading negative rumors) to collaborative play (trading resources). To model conflict intensity in Village Voices and evaluate its ability to elicit strong emotions and conflict, we ran a game user survey in Portugal from 32 children. Data collected include demographic information and conflict profile types, as well as in-game behavioral data and self-reported notions of conflict and affect during play. The analysis presented in this paper shows that there appear to be strong effects between gender, age, conflict resolution strategy type, cultural tendency, reported emotions and perception about the other players, and reported conflict intensity. Indeed, Village Voices serves as an excellent vehicle for teaching conflict resolution as it is able to elicit bounded conflict situations of varying intensities, and, importantly, enables us to further understand conflict dynamics amongst students of this age group and beyond.
Reciprocity and Resilience: Teaching and Learning Sustainable Social Enterprise through Gaming
Journal of Organisational Transformation & Social Change, 2015
Against a backdrop of increased global environmental and economic uncertainty the resilience and sustainability of urban communities is a paramount concern for decision-makers. The work presented here aims to explore how teaching and learning around transition initiatives, based upon social enterprise and reciprocity, might be supported by game theory and strategy simulation environments. Key elements for this are the co-evolutionary nature of internal and external organizational contexts. The gaming prototype developed here (ExCoRe-Exploring Community Resilience) is based upon an extension of Prisoners' Dilemma as a medium for active learning but is enacted through a multi-player and dynamic environment. The key learning objectives for the game are to introduce a broad concept of reciprocity and collaboration at a systems level, and the importance of an emergent and responsive 'learning strategy' for new startups and enterprises. The static nature of the traditional SWOT approach is challenged and students are encouraged to appreciate, through establishing game strategy, a much more fluid and dynamic relationship between internal and external environments.
2020
Research in negotiation and conflict management continuum has been triggered by challenges in defining the most successfully established negotiation globally. Accepting no definite directives for win-win perspective across diverse social and cultural contexts, this study builds on analyzing negotiation and conflict resolution attitudes and skills explored in academic environment. We report Greek university students' negotiation practice as part of a pilot study performed at a private university during the academic years 2019/2020. 116 college students took part in the case study designed to appraise their negotiation and conflict management behaviour in terms of assertiveness, cooperation, communication, compromise/bargaining and conflict resolution strategies. State/region origin did not affect participants' negotiation and conflict resolution experience, while work status did influence students' conflict management settlement post-evaluation. The negotiation continuum outcomes indicated are discussed along theoretical and practical implications and streams for further research in tandem with international negotiationassociated instruction and experience.
EDULEARN proceedings, 2017
There has been a lot of rhetoric attached to the Global Citizenship construct especially since it was heralded as one of the three education priorities and key education objectives of the United Nations Educational, Scientific and Cultural Organization (UNESCO) for the 2014-2021 time frame. This paper, besides building on state-of-the-art theoretical frameworks for Global Citizenship, takes a more practical perspective and shows through experiential how-to guides and serious gameplay the ways Global Citizenship becomes most relevant to Higher Education students as future employees since the Global citizen mindset overlaps with the Global business mindset. Close connections are therefore built between Global citizenship competence and better employment prospects in workplaces infused with competition. To build Higher Education students' Global citizenship competence (knowledge, skills, attitudes and values pertinent to the Global Citizenship mindset) a highly interactive serious game was designed and developed in a Virtual Learning Environment, the 3D Social Virtual World of Second Life (SL). The game design of apt 2 W.I.N. (applied psychology on teaching and technology War Interactive Negotiation) brings game-based learning, Global citizenship competence and a Computer Supported Collaborative Learning (CSCL) script under one thread. The storyline which draws on Thucydides' recount of the Peloponnesian war, dating back to 5 th century BC, ancient Greece, comes alive in a custom-made, high-interaction environment with thematic buildings and display fidelity. The underlying learning design relies upon mapping Toulmin's argumentation model to De Bono's 6 Thinking Hats creative method for problem-solving. Post-test results attest to enhancement of the VLE serious game players' knowledge, skills, values and attitudes pertinent to Global citizenship.
Sustainability Learning through Gaming: An Exploratory Study
Electronic Journal of e-Learning (EJEL), 2012
This study explored the potential of digital games as learning environments to develop mindsets capable of dealing with complexity in the domain of sustainability. Building sustainable futures requires the ability to deal with the complex dynamics that characterize the world in which we live. As central elements in this system, we must develop the ability of constantly assessing the environment that surrounds us, operating in it and adapting to it through a continuous and iterative individual and interpersonal process of revision of our frames of reference. We must focus on our world as a whole, considering both immediate problems and longterm consequences that decision making processes could generate. Educating for sustainability demands learning approaches and environments that require the development of systems thinking and problem-solving, rather than solely the acquisition of factual knowledge. When designed with complexity in mind, digital games present a high potential to facilitate sustainability learning. Digital games can be modelled as ‘complexified’ systems, engaging players in cognitively demanding tasks requiring problem-solving and decision-making skills to deal with ill-structured problems, unpredictable circumstances, emerging system properties and behaviours, and non-linear development of events. Furthermore, games can require players to collectively engage in the pursuit of common goals, promoting remote interactions across large numbers of players. To understand how games are currently used for “learning for sustainability”, we analysed 20 games. In spite of the potential offered by digital games and concrete examples of good practice, we found that sustainability thematic contextualisation and complex system dynamics are not leveraged as much as could be expected. Hence, there seems to be space for improvements oriented at creating game systems requiring players to address sustainability issues from multiple perspectives through: contextualisation integrating the social, economic and environmental dimensions of sustainability; gameplay dynamics integrating non-linearity, emergence, uncertainty, ill-defined problems and social interactions.
Serious games research streams for social change: Critical review and framing
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 2024
Abstract The number of scientific publications about serious games has exponentially increased, often surpassing human limitations in processing such a large volume of information. Consequently, the importance of frameworks for summarising such fast-expanding literature has also grown. This paper draws a panorama of serious game research streams, focusing on higher education in engineering and management. The research design involves a systematic review using PRISMA guidelines, along with bibliometric and content analyses. The sample comprises 701 documents collected from both Scopus and Web of Science databases. For supporting bibliometric analyses, Bibliometrix and Biblioshiny tools are employed. In addition, a coding schema is developed for in-depth analysis of 701 documents selected according to the inclusion criteria. In short, the literature on serious games for engineering and management education grows more rapidly than modern science, following a globalised, collaborative and context-based trajectory. The results reveal five main research streams: game design guidelines, game design cases, game experiment guidelines, game experiment cases and generalists. These streams are summarised in a proposed framework. Cross-tabulation and statistical analyses conducted in SPSS Statistics identify the key relationships amongst the research streams. Finally, opportunities to investigate serious games for sustainable development education arise, and there is a need for future efforts to formalise the framework classification algorithm.
Business game on the mediation procedure as a way to form conflict - sustainable behavior
E3S Web of Conferences
The article considers a variant of the business game as one of the effective ways of teaching students to prepare them for a real situation in the event of a labor conflict. Artificial imitation of the proposed model as the main semantic orientation involves the regulation of conflict through mediation. Based on the analysis of an array of domestic and foreign sources, the key points of the mediation approach for including them in the content of the game were identified, and it was also concluded that mediation is not properly widespread in Russia, which is confirmed by the results of a mass survey among domestic youth aged 22-30 years. The sample consisted of 497 respondents, of which 70% may find themselves in a conflict situation in their work at any time. The results of the survey confirmed the hypothesis of the respondents' ignorance of the mediation option of conflict regulation, which determines the relevance and timeliness of the introduction into the educational process...